Child Trends Incorporated

NATIONAL EARLY CARE & WORKFORCE CENTER - 22

BREAKTHROUGH ACCELERATOR: SCALING INNOVATIONS THROUGH EQUITY-CENTERED DESIGN - CHILD TRENDS, IN PARTNERSHIP POWER TO DECIDE, PROPOSE TO HOST AN ACCELERATOR INNOVATION HUB – THE BREAKTHROUGH ACCELERATOR. OUR VISION IS A WORLD IN WHICH ALL ADOLESCENT SEXUAL AND REPRODUCTIVE HEALTH (ASRH) PROGRAMS, PRODUCTS, AND SERVICES ARE INFORMED BY ADOLESCENTS’ LIVED EXPERIENCE AND CONTEXTS, CO-DESIGNED WITH THE ADOLESCENTS WHO WILL USE THEM, IMPLEMENTED WITH AN EQUITY FOCUS, AND POSITIVELY IMPACT ADOLESCENTS. OUR MISSION IS TO BUILD THE CAPACITY OF INNOVATION DESIGN TEAMS (IDTS) TO USE EQUITY-FOCUSED PRACTICES TO TEST, REFINE, EVALUATE, AND SCALE INNOVATIONS THAT CONSIDER THE ROOT CAUSES OF HEALTH INEQUITIES, THEREBY FILLING CRITICAL PROGRAM GAPS AND ADVANCING ASRH EQUITY. THE BREAKTHROUGH ACCELERATOR WILL HAVE TWO TRACKS - COMMERCIALIZATION AND EVALUATION. THE COMMERCIALIZATION TRACK IS APPROPRIATE FOR IDTS THAT WANT TO ESTABLISH THEIR INNOVATION AS A BEST PRACTICE. THEY MAY WANT TO TAKE THEIR INNOVATION TO MARKET FOR THE FIRST TIME, BE INTERESTED IN DISSEMINATION AND SCALING, OR BE SEEKING SUPPORT TO BUILD A SUSTAINABLE OPERATIONAL STRUCTURE TO SUPPORT THEIR INNOVATION OVER TIME. THE EVALUATION TRACK IS APPROPRIATE FOR IDTS THAT WANT TO MOVE TOWARD CONDUCTING A RIGOROUS EVALUATION WITH THE GOAL OF BECOMING EVIDENCE BASED. OUR VISION OF HUB SUCCESS IS ALIGNED WITH OUR UNDERSTANDING OF EQUITY AND INNOVATION AS PROCESSES AND OUTCOMES. TO THIS END, WE AIM TO TRACK AND MEASURE THE MOVEMENT OF SIX TO EIGHT IDTS PER COHORT THROUGH THE INNOVATION CONTINUUM, AS WELL AS THE EXTENT TO WHICH IDTS ULTIMATELY FEEL A SENSE OF AGENCY IN THEIR WORK – IN THEIR ABILITY TO TAKE THEIR INNOVATION TO MARKET OR SCALE OR TO RIGOROUSLY EVALUATE IT, AND TO INCORPORATE EQUITABLE PRACTICES. THIS VIEW OF SUCCESS AS ITERATIVE AND DYNAMIC AND WILL REQUIRE A HOLISTIC, CREATIVE, AND MULTI-METHOD APPROACH TO MEASUREMENT. WE EXPECT EVALUATION AND LEARNING TO BE CRITICAL FEATURES OF THE PROJECT AND WE WILL USE BOTH QUANTITATIVE AND QUALITATIVE METHODS TO MEANINGFULLY EXPLORE OUR PERFORMANCE AND PROGRESS. IN ADDITION TO CAPACITY-BUILDING AND EVALUATION SUPPORT PROVIDED TO IDTS, WE WILL DEVELOP AND IMPLEMENT AN AMBITIOUS LEARNING AGENDA TO ENSURE THAT WE CONSISTENTLY EXAMINE, IMPROVE, AND AMPLIFY THE INNOVATIONS AND LEARNINGS OF OUR HUB. THIS AGENDA WILL SERVE AS A CRITICAL GUIDEPOST FOR OUR PROJECT DESIGN, IMPLEMENTATION, EVALUATION, AND DISSEMINATION ACTIVITIES. INFORMED BY LIBERATORY DESIGN, OUR AGENDA WILL CENTER THE CORE QUESTION UNDERPINNING OUR HUB’S THEORETICAL APPROACH: “HOW CAN INNOVATION SERVE AS A FORCE FOR EQUITY IN ASRH AND ADDRESS THE HISTORICAL AND CURRENT INEQUITIES?” WE AIM TO NOT ONLY IMPROVE HUB PROCESSES, BUT ALSO INFORM AND PUSH FORWARD INNOVATION WITHIN THE ASRH FIELD. DISSEMINATION WILL BE AN ONGOING AND ESSENTIAL PROJECT COMPONENT. WE WILL TARGET DIVERSE AUDIENCES, FROM PRACTITIONERS, TO RESEARCHERS, TO CURRENT OR POTENTIAL IDTS, TO INNOVATION END USERS AND OTHER YOUTH. IMPORTANTLY, WE WILL TREAT DISSEMINATION AS A COLLABORATIVE AND BI-DIRECTIONAL PROCESS AND RECOGNIZE IDTS AS KEY PARTNERS IN SUCCESS. THROUGHOUT, WE WILL CENTER LIVED EXPERIENCE, BEING SURE TO BUILD IN OPPORTUNITIES FOR IDT MEMBERS AND YOUTH TO GUIDE OUR TEAM’S EFFORTS. OUR PROPOSED PROJECT TEAM IS WELL-EQUIPPED TO IMPLEMENT THE BREAKTHROUGH ACCELERATOR. CHILD TRENDS AND POWER TO DECIDE HAVE A HISTORY OF WORKING TOGETHER, AND WITH OPA, TO ADVANCE ASRH. COMBINED, WE CONSIST OF 15 STAFF HIGHLY SKILLED IN INNOVATION, CAPACITY BUILDING ASSISTANCE, AND EVALUATION, WITH EXPERTISE IN ASRH, TEEN PREGNANCY PREVENTION, HUMAN CENTERED DESIGN, AND YOUTH PARTICIPATORY ACTION RESEARCH. OUR COMBINED EXPERIENCE DEMONSTRATES OUR UNIQUE ABILITY TO IDENTIFY IDTS LIKELY TO BE SUCCESSFUL IN ADVANCING THEIR INNOVATION ALONG THE CONTINUUM AND TO BUILD THEIR CAPACITY TO DO SO (THROUGH EVALUATION OR SCALING), CENTERING EQUITY EVERY STEP OF THE WAY.

NATIONAL RESEARCH CENTER ON HISPANIC CHILDREN & FAMILIES

CENTER FOR RESEARCH ON HISPANIC CHILDREN AND FAMILIES

ACTIVATE: A RESEARCH TO PRACTICE CENTER FOR ADOLESCENT HEALTH PROMOTION FOR YOUTH SUPPORTING PROFESSIONALS - CHILD TRENDS AND CHAPIN HALL ARE PARTNERING TO FURTHER REFINE AND CARRY OUT THE WORK OF ACTIVATE, A RESEARCH TO PRACTICE CENTER FIRST FUNDED BY OPA IN 2020 WITH THE GOAL OF PROMOTING ADOLESCENT HEALTH AND PREVENTING TEENAGE PREGNANCY BY BRINGING ADOLESCENT SEXUAL AND REPRODUCTIVE HEALTH (SRH) RESEARCH TO YOUTH-SERVING PROFESSIONALS (YSPS). ACTIVATE WILL LEVERAGE ITS CURRENT EXPERIENCE AND ASSETS (E.G., WELL-DEVELOPED SYSTEMS, METHODS, PLANS, AND PARTNERS—INCLUDING THE ACTIVATE RESEARCH ALLIANCE AND COLLABORATORS) TO CONTINUE ITS EFFICIENT AND EFFECTIVE WORK IN THE PRIORITY AREA OF WORKING WITH YSPS IN THE SYSTEMS THAT SERVE YOUTH WHO ARE CONSIDERED VULNERABLE (I.E., ACTIVATE’S FOCAL POPULATIONS). THIS POPULATION INCLUDES YOUTH WHO HAVE EXPERIENCE WITH THE CHILD WELFARE AND/OR JUSTICE SYSTEMS, HOMELESSNESS, OR DISCONNECTION FROM SCHOOL AND WORK (I.E., OPPORTUNITY YOUTH). ACTIVATE’S FOCAL POPULATIONS ARE MORE LIKELY TO EXPERIENCE UNDESIRABLE SEXUAL AND REPRODUCTIVE HEALTH (SRH) OUTCOMES. FOR EXAMPLE, THEY ARE MORE LIKELY TO EXPERIENCE A PREGNANCY AND SEXUALLY TRANSMITTED INFECTIONS, AND TO HAVE LESS ACCESS TO SRH SERVICES THAN THEIR PEERS. THERE ARE SEVERAL CRITICAL GAPS IN RESEARCH TO PRACTICE RESOURCES FOR YSPS WHO SUPPORT ACTIVATE’S FOCAL POPULATIONS. YSPS WANT BUT OFTEN LACK ACCESS TO SRH RESEARCH SYNTHESES, RESEARCH-BASED SRH TECHNICAL ASSISTANCE (TA) RESOURCES, AND TRAINING. OUR NEEDS ASSESSMENT FOUND THAT YSPS HAVE LIMITED ACCESS TO RESEARCH-, CULTURALLY-, AND TRAUMA-INFORMED AND GENDER-AFFIRMING INFORMATION ABOUT SRH, AND LIMITED ACCESS TO HIGH-QUALITY SRH CARE RESOURCES AND SERVICES TO BEST PROMOTE YOUTHS’ POSITIVE SRH OUTCOMES. OUR GOAL IS TO SUPPORT THE TRANSLATION OF ADOLESCENT SRH RESEARCH INTO RESOURCES FOR YSPS AND TO STRATEGICALLY DISSEMINATE THESE RESOURCES. WE WILL CURATE, TRANSLATE, AND DISSEMINATE SCIENTIFIC KNOWLEDGE ABOUT SRH BY CONTINUING TO COMPILE EXISTING RESEARCH-BASED RESOURCES WITHIN THE ACTIVATE WEB-BASED RESOURCE EXPLORER; SYNTHESIZING RESEARCH ON EFFECTIVE OR PROMISING PRACTICES AND PROGRAMS; DEVELOPING RESEARCH-INFORMED TA RESOURCES USING SCIENTIFIC APPROACHES TO RESEARCH TRANSLATION; AND STRATEGICALLY DISSEMINATING RESEARCH TO YSPS, ADMINISTRATORS, AND POLICYMAKERS. WE WILL BUILD YSPS’ TECHNICAL CAPACITY TO ADDRESS SRH THROUGH A DIVERSE RANGE OF TRADITIONAL AND INNOVATIVE APPROACHES AND TRAININGS ABOUT PRIORITY SRH TOPICS. WE WILL COLLABORATE WITH OPA, RESEARCHERS, YSPS, AND YOUTH TO DEVELOP AND FACILITATE THE USE OF RESEARCH-BASED RESOURCES TO IMPROVE PUBLIC HEALTH PRACTICE. BY ADHERING TO CHILD TRENDS’ STANDARDS FOR EQUITABLE RESEARCH AND A WELL-DEVELOPED EQUITY REVIEW PROCESS, ACTIVATE’S RESOURCES WILL ENHANCE EQUITY AND INCLUSIVITY TO PREVENT PERPETUATION OF DISPARITIES AMONG THE FOCAL YOUTH POPULATIONS WHO ARE DISPROPORTIONATELY FROM HISTORICALLY MARGINALIZED COMMUNITIES (E.G., YOUTH OF COLOR, LGBTQI+ YOUTH). THE PROPOSED TEAM FROM CHILD TRENDS AND CHAPIN HALL BRINGS OVERLAPPING AND COMPLEMENTARY SUBSTANTIVE EXPERTISE, ALONG WITH SHARED AND DISTINCT TRACK RECORDS IN THE FOLLOWING AREAS: RESEARCH TRANSLATION; CONDUCTING RESEARCH; PROMOTING EVIDENCE-BASED PRACTICES; DEVELOPING RESEARCH-TO-PRACTICE RESOURCES; PARTNERING WITH A RANGE OF CONTRIBUTORS, INCLUDING RESEARCHERS, YSP, AND YOUTH; AND DISSEMINATING FINDINGS TO A RANGE OF AUDIENCES OF PROFESSIONALS WHO WORK WITH ACTIVATE’S FOCAL POPULATIONS ACROSS MULTIPLE SYSTEMS.

EVALUATING MANHOOD 2.0/SISTERHOOD 2.0, AN INNOVATIVE GENDER-SYNCHRONIZED AND GENDER-TRANSFORMATIVE SEXUAL HEALTH PROGRAM

IMPROVING SCHOOL SAFETY IN THE DISTRICT OF COLUMBIA: EVALUATING THE SAFE SCHOOL CERTIFICATION PROGRAM

MARRIAGE STRENGTHENING RESEARCH AND DISSEMINATION (MAST R&D) CENTER

EVALUATION OF PARENT TOOLKIT 2.0: A SEXUAL HEALTH PROGRAM FOCUSED ON PARENT-TEEN COMMUNICATION - CHILD TRENDS, WITH OUR PARTNERS AT THE MOREHOUSE SCHOOL OF MEDICINE (MSOM), PROPOSE TO RIGOROUSLY EVALUATE PARENT TOOLKIT 2.0, AN INNOVATIVE INTERVENTION FOR PARENTS AND CAREGIVERS OF MIDDLE AND HIGH SCHOOL YOUTH THAT WAS TESTED AND ADAPTED THROUGH AN OPA INNOVATION NETWORK GRANT. THE PROGRAM INCLUDES THREE COMPONENTS DELIVERED ACROSS A THREE-WEEK PERIOD: (1) AN ONLINE SELF-PACED PARENT GUIDE THAT HAS INFORMATION, TIPS, TOOLS, AND RESOURCES ON TOPICS RELATED TO ADOLESCENT HEALTH, INCLUDING SEXUAL HEALTH; (2) FOUR VIDEOS MODELING PARENT-TEEN COMMUNICATION AROUND SEX AND CONTRACEPTION; AND (3) TWO GROUP-BASED SESSIONS FOR PARENT PARTICIPANTS TO DISCUSS PROGRAM CONTENT AND ENHANCE COMMUNICATION SKILLS. THE PROGRAM IS DESIGNED TO INCREASE PARENT KNOWLEDGE AND IMPROVE PARENT-TEEN COMMUNICATION ABOUT ADOLESCENT HEALTH, SEXUAL HEALTH, AND RELATIONSHIPS, ULTIMATELY HELPING YOUTH ADOPT HEALTH PROMOTING BEHAVIORS, INCLUDING REDUCTIONS IN SEXUAL ACTIVITY AND INCREASES IN CONTRACEPTIVE USE. FINDINGS FROM MSOM’S RESEARCH, AS PART THE OPA INNOVATIVE NETWORK, DEMONSTRATE SUPPORT FOR THE PROGRAM FROM PARENTS IN PRIORITY COMMUNITIES AND PROVIDE INITIAL EVIDENCE OF EFFECTIVENESS IN EXPANDING PARENTS’ COMFORT IN COMMUNICATING WITH THEIR TEENS ABOUT SEXUAL AND REPRODUCTIVE HEALTH TOPICS. THE OVERARCHING GOAL OF THIS PROJECT IS TO REDUCE DISPARITIES IN UNINTENDED ADOLESCENT PREGNANCY AND STIS BY PILOTING AND RIGOROUSLY EVALUATING THE IMPACT OF PARENT TOOLKIT 2.0 ON ADOLESCENT SEXUAL ACTIVITY, CONTRACEPTIVE USE, AND KEY MEDIATORS, AND DISSEMINATING FINDINGS, ALONG WITH THE PACKAGED INTERVENTION. THE TARGET POPULATION FOR THIS STUDY IS PRIMARILY AFRICAN AMERICAN PARENTS WITH TEENS (ALL GENDERS) AGES 13 TO 16 YEARS OLD LIVING IN CENTRAL, NORTH, AND SOUTHEAST GEORGIA, WHICH INCLUDES MANY RURAL COUNTIES. IN GEORGIA, THERE ARE CLEAR DISPARITIES IN YOUNG PEOPLE’S SEXUAL AND REPRODUCTIVE HEALTH OUTCOMES BY RACE/ETHNICITY AND RURAL LOCALITY, MAKING IT AN IDEAL LOCATION TO EVALUATE A PROGRAM FOCUSED ON IMPROVING HEALTH PROMOTING BEHAVIORS AMONG YOUTH. THE PROPOSED PROJECT TEAM IS WELL-EQUIPPED TO IMPLEMENT AND EVALUATE PARENT TOOLKIT 2.0. CHILD TRENDS HAS A STRONG TRACK RECORD OF SUCCESSFULLY MANAGING MULTI-COMPONENT PROJECTS AND RIGOROUSLY EVALUATING TEEN PREGNANCY PREVENTION (TPP) INTERVENTIONS FOR FEDERAL FUNDERS. CHILD TRENDS EVALUATORS HAVE DEMONSTRATED EXPERTISE IN IMPACT AND IMPLEMENTATION EVALUATION METHODS, ACHIEVING HIGH SAMPLE RETENTION, MANAGING AND ANALYZING DATA, AND DISSEMINATING FINDINGS. CHILD TRENDS AND MSOM WILL ALSO COLLABORATE WITH GOOD DEEDS MINISTRIES AND TRESSA TUCKER & ASSOCIATES, LLC, TO FURTHER ENHANCE IMPLEMENTATION AND EVALUATION EFFORTS. MSOM AND PARTNER GOOD DEEDS MINISTRIES HAVE EXTENSIVE EXPERIENCE CONDUCTING PROGRAMS WITH PARENTS AND YOUTH IN THE PRIORITY COMMUNITIES AND ARE PREPARED TO RECRUIT 1,000 TEEN-PARENT DYADS FOR THE STUDY. TRESSA TUCKER & ASSOCIATES, LLC, ALSO HAS EXPERIENCE PROVIDING LOCAL EVALUATION SUPPORT TO MSOM ACROSS MULTIPLE PROJECTS, INCLUDING CONDUCTING FORMATIVE RESEARCH ON PARENT TOOLKIT 2.0. PARENTING CURRICULA HAVE THE POTENTIAL TO FILL AN UNMET NEED IN TPP PROGRAMMING AND CAN AFFECT NOT ONLY INDIVIDUAL ADOLESCENTS, BUT ALSO THEIR FAMILIES AND BROADER COMMUNITY. THIS EVALUATION WILL EXPAND LIMITED EVIDENCE CURRENTLY AVAILABLE ON THE IMPACT OF PARENTING PROGRAMS ON ADOLESCENT SEXUAL HEALTH. THE ESTIMATED NUMBER OF PEOPLE TO BE SERVED AS A RESULT OF THE AWARD OF THIS GRANT IS 500.

EL CAMINO: TIER 2 RIGOROUS EVALUATION OF PROMISING INTERVENTIONS IN PROMOTION OF HEALTHY ADOLESCENCE

CHILD TRENDS NEWS SERVICE: ADVANCING SOCIAL SCIENCE KNOWLEDGE TO BENEFIT HISPANIC FAMILIES - PHASE 2

COMPREHENSIVE CENTERS PROGRAM, ABSOLUTE PRIORITY 2 - REGION 12 (PACIFIC 1)

COMPONENT 3E: TECHNICAL ASSISTANCE AND CAPACITY BUILDING FOR SCHOOL-BASED HIV/STD PREVENTION AND OTHER RELATED WORK: ADDRESSING POLICY AND PRACTICE IN STATE EDUCATION AGENCIES

CENTER FOR PROFESSIONAL DEVELOPMENT ON PROMOTING ADOLESCENT HEALTH AND PREVENTING PREGNANCY AMONG VULNERABLE YOUTH

ADVANCING LATINO PARENTS' ACCESS AND ENGAGEMENT WITH SCIENCE-BASED STRATEGIES FOR CLIMATE-RESILIENT PARENTING THROUGH A NATIONAL MEDIA AND COMMUNITY CAMPAIGN -CLIMATE CHANGE PRESENTS A SIGNIFICANT CHALLENGE FOR PARENTS WORLDWIDE AS THEY NAVIGATE THE TASK OF PREPARING THE NEXT GENERATION FOR A RAPIDLY CHANGING WORLD. THIS INTERDISCIPLINARY PROJECT AIMS TO ADDRESS THIS CHALLENGE BY FOCUSING ON THE NEEDS OF UNDER-RESOURCED LATINO FAMILIES, WITH A PARTICULAR EMPHASIS ON LATINO CHILDREN WHO BEAR A DISPROPORTIONATE BURDEN FROM CLIMATIC CHANGES. BY INTEGRATING INSIGHTS FROM CLIMATE SCIENCE, CHILD DEVELOPMENT SOCIAL SCIENCES, CLIMATE CHANGE COMMUNICATION, AND LEARNING SCIENCES, THE PROJECT SEEKS TO DEVELOP EFFECTIVE STRATEGIES THAT EMPOWER PARENTS AND PROMOTE POSITIVE PARENTING PRACTICES IN THE FACE OF CLIMATE CHANGE. THE PROJECT ACKNOWLEDGES THE UNIQUE CHALLENGES FACED BY UNDER-RESOURCED LATINO FAMILIES WHO OFTEN LACK ACCESS TO THE RESOURCES AND INFORMATION NECESSARY TO NAVIGATE THE IMPACTS OF CLIMATE CHANGE. BY CENTERING THEIR VOICES AND CONCERNS, THE PROJECT AIMS TO PROVIDE THESE FAMILIES WITH THE TOOLS AND KNOWLEDGE NEEDED TO RAISE RESILIENT CHILDREN CAPABLE OF COPING, ADAPTING, AND CONTRIBUTING TO SUSTAINABLE SOLUTIONS. THROUGH THE INTEGRATION OF KNOWLEDGE FROM MULTIPLE DISCIPLINES AND COLLABORATION WITH TRUSTED COMMUNITY-BASED ORGANIZATIONS, THE PROJECT AIMS TO DEVELOP A SCIENCE-BASED ROADMAP FOR PARENTING DURING CLIMATE CHANGE. THIS ROADMAP NOT ONLY SUPPORTS PARENTS IN ADDRESSING THE SPECIFIC CHALLENGES POSED BY CLIMATE CHANGE BUT ALSO CONTRIBUTES TO ONGOING RESEARCH IN CLIMATE SCIENCE, CHILD DEVELOPMENT, AND COMMUNICATION. THE PROJECT HAS THE POTENTIAL TO INFORM AND ADVANCE RELATED LINES OF INQUIRY AND FOSTER THE INTEGRATION OF EQUITY-CENTERED APPROACHES IN FUTURE RESEARCH AND PRACTICE. FURTHERMORE, THE PROJECT RECOGNIZES THE BROADER IMPACT OF ITS WORK ON OTHER FIELDS AND SOCIETY AS A WHOLE. BY DEVELOPING EFFECTIVE COMMUNICATION STRATEGIES AND ENGAGING WITH COMMUNITIES IN CULTURALLY RESPONSIVE WAYS, THE PROJECT SEEKS TO BRIDGE THE GAP BETWEEN SCIENTIFIC KNOWLEDGE AND UNDER-RESOURCED COMMUNITIES. IT STRIVES TO BROADEN ACCESS TO NEW KNOWLEDGE AMONG LOW-INCOME LATINO FAMILIES WITH LOWER EDUCATIONAL ATTAINMENT, ENSURING THAT THEY HAVE ACCESS TO SCIENCE-BASED PARENTING RECOMMENDATIONS THROUGH TRUSTED MEDIA CHANNELS AND COMMUNITY ORGANIZATIONS. THE PROJECT ALSO AIMS TO ENHANCE THE CAPACITY OF PARENTS AS LEARNERS AND STEM COMMUNICATORS, EMPOWERING THEM TO PLAY AN ACTIVE ROLE IN ADDRESSING THE CLIMATE CRISIS AND FOSTERING A MORE INCLUSIVE AND SUSTAINABLE FUTURE. THE PRIMARY GOAL OF THE PROJECT IS TO ADVANCE ACCESS TO AND ENGAGEMENT WITH SCIENCE-BASED PARENTING STRATEGIES FOR LATINO PARENTS DURING THE CLIMATE CRISIS. THE PROJECT AIMS TO ADDRESS SEVERAL KEY RESEARCH QUESTIONS: (1) WHAT IS THE CURRENT KNOWLEDGE LEVEL OF PARENTS REGARDING CLIMATE CHANGE (CC), THEIR EXISTING PARENTING STRATEGIES RELATED TO CC, AND THE KNOWLEDGE AND SKILLS THEY WISH TO ACQUIRE? (2) WHICH KEY MESSAGES EFFECTIVELY ADDRESS PARENTS' CONCERNS AND NEEDS, LEADING TO LEARNING AND ADOPTION OF SCIENCE-BASED PARENTING BEHAVIORS? (3) WHAT ARE THE MOST EFFECTIVE COMMUNICATION APPROACHES FOR PARENTS TO DISCUSS CLIMATE CHANGE WITH THEIR CHILDREN? (4) WHAT SKILLS CAN CHILDREN ACQUIRE TO BETTER COPE AND ADAPT TO THE IMPACTS OF CLIMATE CHANGE? (5) WHICH STEM CAREER PATHS WILL BE IN HIGHER DEMAND AS CLIMATE CHANGE ADVANCES, AND HOW CAN PARENTS EXPOSE THEIR CHILDREN TO THESE OPPORTUNITIES? (6) HOW CAN SCIENTISTS COLLABORATE WITH COMMUNITIES IN CULTURALLY RESPONSIVE WAYS TO FOSTER PARENT LEARNING AND CHILDREN'S CONNECTIONS WITH LIFE AND ECOLOGICAL SYSTEMS? TO ANSWER THESE QUESTIONS, THE PROJECT WILL EMPLOY A MULTIDISCIPLINARY APPROACH, INTEGRATING EXPERTISE FROM CHILD DEVELOPMENT, CLIMATE SCIENCE, INFORMAL LEARNING, COMMUNICATION, AND LATINO STUDIES. THE RESEARCH METHODS WILL INCLUDE PARTICIPATORY RESEARCH, WHICH INVOLVES ACTIVELY INVOLVING PARENTS IN THE RESEARCH PROCESS, AND THE DESIGN AND DEVELOPMENT OF A SCIENCE-BASED ROADMAP FOR PARENTING DURING CLIMATE CHANGE. THE ROADMAP WILL PROVIDE EVIDENCE-BASED GUIDELINES AND RECOMMENDATIONS FOR PARENTS TO SUPPORT THEIR CHILDREN'S ABILITY TO COPE, ADOPT SUSTAINABLE LIFESTYLES, CONTRIBUTE TO CLIMATE CHANGE MITIGATION, AND THRIVE. TO EVALUATE THE EFFECTIVENESS OF THE PROJECT, A RIGOROUS EVALUATION FRAMEWORK WILL BE IMPLEMENTED, ASSESSING THE IMPACT OF THE SCIENCE-BASED ROADMAP AND THE PUBLIC ENGAGEMENT CAMPAIGN LAUNCHED IN COLLABORATION WITH TELEVISA FOUNDATION AND THE INNER SPACE CENTER. THE EVALUATION WILL MEASURE CHANGES IN PARENTS' KNOWLEDGE, ATTITUDES, AND BEHAVIORS RELATED TO CLIMATE CHANGE, AS WELL AS THE EXTENT TO WHICH CHILDREN ACQUIRE THE NECESSARY SKILLS TO ADAPT TO CLIMATE IMPACTS. DISSEMINATION EFFORTS WILL FOCUS ON ENSURING BROAD ACCESS TO THE ROADMAP'S PARENTING RECOMMENDATIONS THROUGH TRUSTED MEDIA OUTLETS AND COMMUNITY ORGANIZATIONS, WITH A PARTICULAR EMPHASIS ON REACHING LOW-INCOME FAMILIES OF COLOR WHO HAVE LIMITED ACCESS TO SCIENTIFIC RESEARCH. THE BROADER IMPACTS OF THIS PROJECT ARE MULTIFACETED. FIRSTLY, IT AIMS TO ADVANCE EQUITY AND BELONGING BY RAISING THE VOICES OF LATINO PARENTS AND ADDRESSING THE UNIQUE NEEDS AND CONCERNS OF UNDER-RESOURCED COMMUNITIES. BY ACTIVELY INVOLVING COMMUNITY ORGANIZATIONS, THE PROJECT ENSURES THAT COMMUNICATION PRODUCTS AND RECOMMENDATIONS ARE CULTURALLY RELEVANT AND ACCESSIBLE. SECONDLY, THE PROJECT SEEKS TO PROMOTE PUBLIC ENGAGEMENT WITH STEM AMONG UNDER-RESOURCED AUDIENCES, IMPROVE THE WELL-BEING OF INDIVIDUALS AND SOCIETY, FOSTER PARTNERSHIPS BETWEEN ACADEMIA, INDUSTRY, AND COMMUNITIES, AND INCREASE PARTICIPATION IN STEM CAREERS. BY EXPANDING THE CAPACITY OF PARENTS AS LEARNERS AND STEM COMMUNICATORS, THE PROJECT EMPOWERS THEM TO PLAY AN ACTIVE ROLE IN ADDRESSING THE CLIMATE CRISIS AND PROMOTES A MORE INCLUSIVE AND SUSTAINABLE FUTURE FOR ALL. THIS RESEARCH IN SUPPORT OF WIDE-REACHING PUBLIC ENGAGEMENT WITH STEM PROJECT IS FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SUPPORTS PROJECTS THAT: (A) CONTRIBUTE TO RESEARCH AND PRACTICE THAT CONSIDERS INFORMAL STEM LEARNING'S ROLE IN EQUITY AND BELONGING IN STEM; (B) PROMOTE PERSONAL AND EDUCATIONAL SUCCESS IN STEM; (C) ADVANCE PUBLIC ENGAGEMENT IN SCIENTIFIC DISCOVERY; (D) FOSTER INTEREST IN STEM CAREERS; (E) CREATE AND ENHANCE THE THEORETICAL AND EMPIRICAL FOUNDATIONS FOR EFFECTIVE INFORMAL STEM LEARNING; (F) IMPROVE COMMUNITY VIBRANCY; AND/OR (G) ENHANCE SCIENCE COMMUNICATION AND THE PUBLIC'S ENGAGEMENT IN AND UNDERSTANDING OF STEM AND STEM PROCESSES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

INNOVATIONS IN FAMILY PLANNING CLINICAL SERVICE DELIVERY FOR HARD TO REACH SCHOOL-BASED POPULATIONS

MINDFULNESS-BASED RELATIONSHIP EDUCATION PROGRAMMING FOR ADOLESCENTS

COLLABORATIVE RESEARCH: ADAPTED MEASURE OF MATH ENGAGEMENT: DESIGNING SELF-REPORT MEASURES OF MATHEMATICS ENGAGEMENT FOR BLACK AND LATINA/O MIDDLE SCHOOL STUDENTS -MATHEMATICS IS A CRITICAL GATEKEEPER FOR ACCESS AND SUCCESS IN STEM; THUS, FAILING TO ENGAGE BLACK AND LATINA/O STUDENTS IN MATHEMATICS CLASSES CASCADES INTO LIMITED INDIVIDUAL MOBILITY AND WIDENED SOCIETAL INEQUITY. TO DATE, RESEARCH AND MEASURES OF BLACK AND LATINA/O STUDENT ENGAGEMENT ARE OFTEN BASED ON DEFICIT-BASED PERSPECTIVES, WHICH FAIL TO CAPTURE THE MANY IMPORTANT WAYS THAT MATHEMATICS CAN BE ENGAGING FOR THESE STUDENTS. FOR EXAMPLE, MOST MEASURES OF MATH ENGAGEMENT DO NOT HIGHLIGHT HOW BLACK AND LATINA/O STUDENTS OFTEN OVERCOME RACIALLY/ETHNICALLY-ROOTED STEREOTYPES AND DISCRIMINATION IN MATHEMATICS, NOR DO THE MEASURES ACKNOWLEDGE BLACK AND LATINA/O STUDENTS? CULTURALLY-ROOTED FUNDS OF KNOWLEDGE. TO ADDRESS THESE CONCERNS, THIS PROJECT FOCUSES ON DEVELOPING THE ADAPTED MEASURE OF MATH ENGAGEMENT (AM-ME), A CULTURALLY SUSTAINING SELF-REPORT MEASURE OF BLACK AND LATINA/O MIDDLE SCHOOL STUDENTS? MATHEMATICS ENGAGEMENT. BY DEVELOPING A MEASURE OF MATHEMATICS ENGAGEMENT THAT CENTERS BLACK AND LATINA/O STUDENTS? EXPERIENCES, THIS PROJECT OFFERS INSIGHT INTO CREATING INCLUSIVE MATHEMATICS LEARNING ENVIRONMENTS AND CULTURALLY SUSTAINING UNDERSTANDINGS OF WHAT IT MEANS TO BE ENGAGED IN MATHEMATICS. THIS PROJECT IS GUIDED BY INTERDISCIPLINARY, STRENGTHS-BASED AND EQUITY PERSPECTIVES, AND IS BEING CONDUCTED IN DEEP PARTNERSHIP WITH PRACTITIONERS AND BLACK AND LATINA/O STUDENTS IN SIX RACIALLY DIVERSE, URBAN MIDDLE SCHOOLS. THE PROJECT WILL (1) QUALITATIVELY INVESTIGATE THE EXPERIENCES OF BLACK AND LATINA/O MIDDLE SCHOOL STUDENTS? ENGAGEMENT IN MATHEMATICS, AND (2) DEVELOP AND PRODUCE EVIDENCE OF VALIDITY AND RELIABILITY FOR A MULTI-DIMENSIONAL MEASURE OF BLACK AND LATINA/O STUDENT MATHEMATICS ENGAGEMENT. IT IS ANTICIPATED THAT THAT THE MEASURE AND RESULTS WILL HAVE BROADER IMPACT AS THEY MAY TRANSFER TO OTHER CONTEXTS, PARTICULARLY OTHER URBAN SCHOOLS. ADDITIONALLY, THE CRITICAL PARTICIPATORY ACTION RESEARCH DESIGN HAS A DIRECT IMPACT ON PROMOTING DIVERSITY IN THE FIELD OF STEM RESEARCH AS BLACK AND LATINA/O STUDENTS GAIN EXPERIENCE CONDUCTING RESEARCH AND PRACTITIONERS GROW IN THEIR CAPACITY TO AUTHENTICALLY LISTEN TO AND UPLIFT BLACK AND LATINA/O VOICES. BY PRIORITIZING AND UPLIFTING THE VOICES OF BLACK AND LATINA/O STUDENTS THROUGH COLLABORATIVE MEANING-MAKING AND USING RIGOROUS STRATEGIES FROM MODERN MEASUREMENT THEORY, THE PROJECT ADVANCES KNOWLEDGE ABOUT EQUITABLE MATHEMATICS LEARNING EXPERIENCES FOR BLACK AND LATINA/O MIDDLE-SCHOOL STUDENTS. THIS AWARD IS FUNDED BY THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12) WHICH SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS, THROUGH RESEARCH AND DEVELOPMENT OF INNOVATIVE RESOURCES, MODELS AND TOOLS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR PROPOSED PROJECTS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

CHILD TRENDS NEWS SERVICE: ADVANCING SOCIAL SCIENCE KNOWLEDGE TO BENEFIT HISPANIC FAMILIES

UNDERSTANDING THE SUPPLY AND DEMAND FOR CHILD CARE IN MARYLAND DURING THE COVID-19 PANDEMIC

EFFECTS OF CCDF POLICIES AND STATE INVESTMENTS ON EQUITABLE ACCESS TO HIGH QUALITY SUBSIDIZED CARE IN MARYLAND

A RESEARCH PARTNERSHIP TO ADVANCE EQUITABLE ACCESS TO EARLY CARE AND EDUCATION IN MINNESOTA

OPA TRENDS: INNOVATIVE STRATEGIES TO EXPAND EQUITABLE ACCESS TO FAMILY PLANNING SERVICES - THE CONTEXT WITHIN WHICH TITLE X CLINICS OPERATE HAS CHANGED DRAMATICALLY IN RECENT YEARS. RULE CHANGES HAVE LED TO A SIGNIFICANT NUMBER OF CLINICS LEAVING AND RETURNING TO THE PROGRAM; THE COVID-19 PANDEMIC TRANSFORMED HOW SERVICES ARE PROVIDED; AND STATE-LEVEL POLICIES CONTINUE TO IMPEDE ACCESS TO SEXUAL AND REPRODUCTIVE HEALTH (SRH) SERVICES FOR MANY. MEANWHILE, THERE HAS BEEN A GROWING UNDERSTANDING OF THE DISPARITIES IN SRH CARE AND WELLBEING, INCLUDING FOR PEOPLE OF COLOR AND FOR LGBTQ+ POPULATIONS. THESE CHANGES UNDERSCORE THE CRITICAL NEED TO HELP PUBLICLY FUNDED FAMILY PLANNING CENTERS IMPROVE EQUITABLE ACCESS TO HIGH QUALITY SERVICES AND TO ENSURE CLIENT-CENTERED CARE ACROSS POPULATIONS, PARTICULARLY THOSE THAT ARE HISTORICALLY UNDERSERVED. IN COLLABORATION WITH OPA, CHILD TRENDS WILL IMPLEMENT A SET OF RESEARCH AND DISSEMINATION ACTIVITIES WITH THE BROAD GOAL OF HELPING TITLE X PROVIDERS IDENTIFY INNOVATIVE AND EFFECTIVE STRATEGIES TO EXPAND EQUITABLE ACCESS TO HIGH QUALITY FAMILY PLANNING SERVICES AND TO IMPROVE CLIENTS’ EXPERIENCES. WE WILL ADDRESS THREE OF THE FOUR OPA RESEARCH PRIORITIES WITHIN FOUR OBJECTIVES. WE WILL: 1) DESCRIBE STRATEGIES FOR EXPANDING EQUITABLE ACCESS TO QUALITY FAMILY PLANNING (PRIORITY A); 2) IDENTIFY EXISTING AND EMERGING APPROACHES TO IMPROVING CLIENT EXPERIENCES WITH FAMILY PLANNING CARE (PRIORITY D); 3) ENHANCE THE FIELD’S UNDERSTANDING OF BEST PRACTICES AND APPROACHES FOR COLLECTING, ASSESSING, AND USING DATA ON CLIENT SATISFACTION AND HOW THAT IS INFORMING PROVIDERS’ ABILITY TO REACH UNDERSERVED POPULATIONS (PRIORITY D); AND 4) EXPAND THE FIELD’S UNDERSTANDING OF FAMILY PLANNING SERVICE DELIVERY VIA TELEHEALTH AND OTHER COVID-RELATED INNOVATIONS (PRIORITY B). WE WILL FOCUS ON HISTORICALLY UNDERSERVED POPULATIONS (PEOPLE OF COLOR, LGBTQ+, INDIVIDUALS IN UNDERSERVED OR RESOURCE LIMITED AREAS), INCORPORATING AN EQUITY LENS INTO ALL RESEARCH, FROM PROTOCOL DEVELOPMENT TO DATA COLLECTION, ANALYSIS, AND DISSEMINATION. TO MEET THESE RESEARCH OBJECTIVES, WE PROPOSE A MIXED METHODS APPROACH, COLLECTING AND ANALYZING IN-DEPTH DATA FROM FAMILY PLANNING CLIENTS (VIA SURVEYS AND INTERVIEWS) AND PROVIDERS (VIA INTERVIEWS WITH CLINIC STAFF). THIS WORK WILL BUILD ON THE PROJECT TEAM’S EXTENSIVE EXPERIENCE WORKING WITH OPA, TITLE X PROJECT OFFICERS, AND GRANTEES TO CONDUCT INTERVIEWS WITH SERVICE SITES ACROSS TITLE X REGIONS; HIGHLIGHTING STRATEGIES AND LESSONS LEARNED DURING THE COVID-19 PANDEMIC (2020-21); RECRUITING AND INTERVIEWING FAMILY PLANNING CLIENTS; AND CONDUCTING SURVEY DESIGN, DATA COLLECTION AND ANALYSIS WITH ADOLESCENTS AND YOUNG ADULTS IN THE AREA OF SRH. THE PROJECT TEAM WILL ENGAGE SERVICE DELIVERY GRANTEES THROUGHOUT THE GRANT FOR FEEDBACK ON OUR RESEARCH AND HOW TO BEST FILL KNOWLEDGE GAPS, ALLOWING US TO EFFECTIVELY TRANSLATE OUR RESEARCH INTO ACTIONABLE RECOMMENDATIONS. WE WILL LEVERAGE OUR EXPERT COMMUNICATIONS TEAM TO ENSURE THAT FINDINGS AND ACTIONABLE RECOMMENDATIONS REACH STAKEHOLDERS, INCLUDING TITLE X AND OTHER PUBLICLY FUNDED FAMILY PLANNING PROVIDERS, RESEARCHERS, AND POLICYMAKERS. THIS PROJECT WILL BENEFIT THE FAMILY PLANNING FIELD BY TAKING AN EQUITY-BASED APPROACH TO EXAMINING ISSUES ACROSS MULTIPLE PRIORITY AREAS FROM THE PERSPECTIVES OF BOTH PROVIDERS AND CLIENTS AND DISSEMINATING NEW KNOWLEDGE VIA ACTIONABLE RECOMMENDATIONS RELEVANT TO TITLE X AUDIENCES WHO ARE WORKING TO INCREASE EQUITABLE ACCESS AND IMPROVE CLIENT EXPERIENCE OF CARE.

REPLACEMENT 90AP2697-PERSONAL RESPONSIBILITY EDUCATION PROGRAM INNOVATIVE

EFFECTS OF CCDF PAYMENT POLICIES ON EQUITABLE ACCESS TO HIGH-QUALITY SUBSIDIZED CARE IN VERMONT

EARLY CARE AND EDUCATION CHOICES QUALITY AND CONTINUITY FOR LOW-INCOME FAMILIES: A MARYLAND-MINNESOTA RESEARCH PARTNERS

NOTE: THIS PROJECT CONTAINS A RESEARCH AND/OR DEVELOPMENT COMPONENT, AS DEFINED IN APPLICABLE LAW," AND COMPLIES WITH PART 200 UNIFORM REQUIREMENTS - 2 CFR  200.210(A)(14). CA/NCFHISTORIC AND ONGOING SYSTEMIC RACISM IN THE UNITED STATES (U.S.) HAS PRODUCED RACIALLY SEGREGATED URBAN NEIGHBORHOODS MARKED BY DEEP POVERTY, LIMITED OPPORTUNITY, AND HIGH RATES OF COMMUNITY VIOLENCE (CV)—A PHENOMENON THAT HAS LED TO YOUTH OF COLOR, PARTICULARLY BLACK YOUTH, TO BE DISPROPORTIONATELY IMPACTED BY CV. ALTHOUGH THERE IS A DEEP BODY OF RESEARCH ON COMMUNITY VIOLENCE PREVENTION AND INTERVENTION (CVPI), LITTLE IF ANY OF THIS SCHOLARSHIP HAS BEEN PRODUCED BY THE POPULATION MOST IMPACTED BY CV. TO ADDRESS THIS ISSUE, CHILD TRENDS (CT), IN PARTNERSHIP WITH SASHA BRUCE YOUTHWORK (SBY), IS DELIGHTED TO SUBMIT A PROPOSAL TO CONDUCT A THREE-YEAR, MIXED METHODS YOUTH PARTICIPATORY ACTION RESEARCH (YPAR) PROJECT TO DEEPEN OUR UNDERSTANDING OF YOUTHS’ EXPERIENCES OF CV IN THE DISTRICT OF COLUMBIA (DC). THIS PROJECT WILL PROVIDE YOUTH LIVING IN DC NEIGHBORHOODS WITH DEEP CONCENTRATIONS OF CV WITH OPPORTUNITIES TO CRITICALLY EXAMINE THE COMPOUNDING INJUSTICES THAT HAVE LED TO DISPROPORTIONATE RATES OF CV, IDENTIFY POLICY AND PRACTICE OPPORTUNITIES TO DISMANTLE THOSE INJUSTICES, AND WORK WITH KEY DECISION MAKERS IN DC TO IMPLEMENT THEIR RESEARCH-BASED RECOMMENDATIONS FOR ADVANCING RACIAL JUSTICE IN DC. COLLECTIVELY, OUR TEAM BRINGS DEEP KNOWLEDGE OF DC’S LOCAL CONTEXT, STRONG CONNECTIONS TO ENTITIES INVOLVED IN LOCAL CVPI EFFORTS, AND EXPERTISE IN YPAR, CV, RESEARCH TRANSLATION, AND RACIAL JUSTICE. THE TEAM’S COMPLEMENTARY EXPERTISE AS WELL AS THEIR TRACK RECORD OF CONDUCTING RESEARCH AND DEVELOPING AND DISSEMINATING RESEARCH-TO-PRACTICE RESOURCES MAKES THEM PARTICULARLY WELL-QUALIFIED TO CONDUCT THIS STUDY. NOTE: THIS PROJECT CONTAINS A RESEARCH AND/OR DEVELOPMENT COMPONENT, AS DEFINED IN APPLICABLE LAW," AND COMPLIES WITH PART 200 UNIFORM REQUIREMENTS - 2 CFR  200.210(A)(14). CA/NCF

2009 FAMILY PLANNING RESEARCH COOPERATIVE AGREEMENT

RIGOROUS EVALUATION OF THE VIRGINIA DEPARTMENT OF JUVENILE JUSTICE'S SECOND CHANCE ACT REENTRY REFORM

RANDOMIZED CONTROLLED TRIAL STUDY OF A PARENTING INTERVENTION TO ENHANCE POST-RELEASE ADJUSTMENT AND REDUCE RECIDIVISM FOR REENTERING FATHERS AND THE

SUPPORT TECHNICAL ASSISTANCE & OPPORTUNITIES FOR PROGRAM, POLICY, & COMMUNICATIONS TO PREVENT STDS (COMPONENT A, C, D)

TEEN PREGNANCY PREVENTION TIER 2 RIGOROUS EVALUATION COOPERATIVE AGREEMENTS - 2023

LOCAL AND STATE INITIATIVES TO SUPPORT ACCESS TO INFANT/TODDLER CHILD CARE: A CASE STUDY APPROACH

CHILD TRENDS, IN COLLABORATION WITH THE CREDIBLE MESSENGER MENTORING MOVEMENT (CM3), PROPOSES TO IMPLEMENT THE RESEARCH PROJECT ENTITLED, USING COMMUNITY-BASED PARTICIPATORY RESEARCH TO ADVANCE TRANSFORMATIVE CREDIBLE MESSENGER MENTORING FOR JUSTICE INVOLVED YOUTH OF COLOR. THE PURPOSE OF THIS PROJECT IS TO ASSIST CM3 IN REVIEWING, CLARIFYING, AND REFINING PRACTICES THAT ENABLE CREDIBLE MESSENGER MENTORS AND THE COMMUNITY-BASED ORGANIZATIONS THAT EMPLOY AND SUPPORT THEM (I.E., CM3 SITE PROVIDERS) TO EFFECTIVELY CARRY OUT THE CM3 MODEL. THE PROJECT HAS THREE COMPLEMENTARY GOALS: 1) STRENGTHEN CM3S MECHANISMS TO IDENTIFY, SUPPORT, AND BUILD THE CAPACITY OF CREDIBLE MESSENGER MENTORS; 2) GENERATE EVIDENCE TO INFORM CM3S EVOLVING LOGIC MODEL, THEORY OF CHANGE, IMPLEMENTATION GUIDE, AND THE PRACTICES OF OTHER CREDIBLE MESSENGER MENTOR PROGRAMS THAT HAVE A SIMILAR TARGET POPULATION; AND 3) DEVELOP DATA COLLECTION GUIDELINES AND INSTRUMENTS THAT PROVIDE A FOUNDATION FOR CONTINUED EVALUATION AND IMPROVEMENT OF THE CM3 MODEL AFTER PROJECT COMPLETION. PROJECT ACTIVITIES INCLUDE ESTABLISHING A RESEARCH STEERING COMMITTEE THAT INCLUDES CM3 PROVIDER STAFF, CREDIBLE MESSENGER MENTORS, YOUTH, AND FAMILY REPRESENTATIVES TO CO-DESIGN RESEARCH INSTRUMENTS AND COLLABORATIVELY ENGAGE IN INTERPRETING THE RESEARCH FINDINGS; COLLECTING DATA FROM DIVERSE STAKEHOLDERS AT SITES THAT ARE IMPLEMENTING THE CM3 MODEL TO AMPLIFY AND CENTER COMMUNITY-BASED KNOWLEDGE IN PROGRAM IMPROVEMENT; AND FACILITATING DISCUSSIONS THAT RESULT IN ACTIONABLE RECOMMENDATIONS TO IMPROVE SELECTION, SUPPORT, AND RETENTION OF CREDIBLE MESSENGER MENTORS. EXPECTED OUTCOMES INCLUDE CREDIBLE MESSENGER MENTORS INCREASED SENSE OF BEING HEARD AND VALUED AS WELL AS THEIR DEEPER KNOWLEDGE OF THE EXPERIENCES OF PEERS AT DIFFERENT SITES; GREATER AWARENESS AMONG CM3 STAFF AND CM3 PROVIDERS ON HOW TO SUPPORT CREDIBLE MESSENGER MENTORS IN CARRYING OUT THEIR TRANSFORMATIVE ROLES FOR YOUTH AND FAMILIES; CM3S INCREASED ORGANIZATIONAL CAPACITY TO ENGAGE IN ONGOING EVALUATION AND PROGRAM IMPROVEMENT; AND EVIDENCE-BASED STRATEGIES AND GUIDELINES THAT CAN ASSIST IN DEVELOPING AND SCALING-UP CREDIBLE MESSENGER MENTOR PROGRAMS FOR JUSTICE-INVOLVED YOUTH OF COLOR IN DIVERSE URBAN CONTEXTS. CM3, CM3 SITE PROVIDERS, CM3 CREDIBLE MESSENGER MENTORS, AND THE YOUTH AND FAMILIES THEY SERVE ARE THE PRIMARY INTENDED BENEFICIARIES OF THE PROPOSED PROJECT. BECAUSE CREDIBLE MESSENGER MENTORS ALSO BENEFIT COMMUNITIES THROUGH THEIR POSITIVE INFLUENCE ON YOUTH OUTCOMES (E.G., EMPLOYMENT, EDUCATION, HEALTH, SAFETY), THIS PROJECT HAS POTENTIAL BENEFITS FOR SITES WHERE CM3 IS IMPLEMENTED AS WELL. FINALLY, THE LESSONS LEARNED, AND MATERIALS PRODUCED THROUGH THIS PROJECT, WILL BE TRANSFERABLE TO OTHER CREDIBLE MESSENGER MENTORING PROGRAMS, THEREBY BENEFITING THE JUVENILE JUSTICE AND MENTORING FIELDS MORE BROADLY. CA/NCF

CHILD TRENDS? DATA ANALYSIS AND TRENDS RESEARCH GRANT: A MIXED METHODS APPROACH

UNDERSTANDING SCHOOL CLIMATE FOR AMERICAN INDIAN YOUTH: A CBPR CASE-STUDY APPROACH

ADVANCING EQUITABLE ACCESS TO HIGH QUALITY CHILD CARE AND EARLY EDUCATION FOR SOUTH CAROLINA FAMILIES

A PROCESS EVALUATION OF THE CONTINUUM OF SERVICES MODEL IN VIRGINIA'S JUVENILE JUSTICE SYSTEM

THE EFFECTS OF QUALITY INFORMATION AND FINANCIAL ASSISTANCE ON THE CHILD CARE CHOICES AND EMPLOYMENT OUTCOMES OF LOW-INC

UNSOLICITED AWARDS

WTG: BEYOND THE BLACK BOX: UNDERSTANDING THE USE OF ALGORITHMIC RISK ASSESSMENTS IN THE JUVENILE JUSTICE SYSTEM -RESEARCH HAS CONSISTENTLY SHOWN THAT YOUTH, WHO COME INTO CONTACT WITH THE JUVENILE JUSTICE SYSTEM, ARE LESS LIKELY TO RE-OFFEND WHEN THE INTENSITY OF THE INTERVENTION THAT THEY RECEIVE (E.G., PLACEMENT IN A SECURE RESIDENTIAL FACILITY VS. PARTICIPATION IN COMMUNITY-BASED SERVICES) IS ALIGNED WITH THEIR RELATIVE RISK FOR REOFFENDING (LIPSEY, 2009). ACCORDINGLY, JUVENILE JUSTICE SYSTEMS THROUGHOUT THE NATION HAVE ADOPTED RESEARCH-BASED, JUVENILE RISK AND NEEDS ASSESSMENT TOOLS THAT CAN BE USED TO INFORM YOUTHS? CASE PLANS. THESE TOOLS, MANY OF WHICH ARE ALGORITHMICALLY BASED, ARE USED BY DECISION MAKERS, SUCH AS JUDGES, TO ESTIMATE YOUTHS? RISK FOR REOFFENDING AS WELL AS IDENTIFY FACTORS THAT MAY MAKE REOFFENSE MORE (OR LESS) LIKELY. ALTHOUGH RESEARCH HAS GENERALLY SHOWN THAT RISK ASSESSMENT TOOLS ARE MORE ACCURATE AND LESS BIASED THAN THE UNSTRUCTURED JUDGEMENTS OF DECISION MAKERS, SOME RESEARCH HAS SHOWN THAT THESE TOOLS HAVE THE POTENTIAL TO PERPETUATE AND MASK RACIAL DISPARITIES AND OTHER HISTORICAL INEQUITIES (GOAL ET AL., 2021; ST. JOHN ET AL., 2020). RESEARCH ON RISK ASSESSMENTS HAS BEEN LIMITED, HOWEVER, BY THE FACT THAT IT HAS ALMOST EXCLUSIVELY FOCUSED ON THE TOOLS THEMSELVES?RARELY EXAMINING HOW DECISION MAKERS USE THE TOOLS IN PRACTICE. THIS LIMITED FOCUS IS PROBLEMATIC BECAUSE IN PRACTICE, THESE TOOLS ARE INTENDED TO PROVIDE INFORMATION TO DECISION MAKERS RATHER THAN REPLACE THEM. THUS, BIASES CAN POTENTIALLY BE INTRODUCED NOT JUST IN THE RISK ASSESSMENTS THEMSELVES BUT ALSO IN DECISIONS ON WHETHER TO ACCEPT OR REJECT THE ASSESSMENT'S RECOMMENDATION. TO ADDRESS THIS ISSUE, THIS STUDY WILL EXAMINE HOW DECISION MAKERS USE RISK ASSESSMENTS. IMPORTANTLY, WE WILL EXAMINE HOW DIFFERENT CONTEXTUAL FACTORS AFFECT THE USE OF THE TOOL AS WELL AS HOW THE USE OF THE TOOL AFFECTS YOUTH OUTCOMES. A KEY GOAL OF THIS STUDY WILL BE TO DEVELOP POLICY AND PRACTICE GUIDANCE TO PROMOTE MORE EFFECTIVE AND EQUITABLE USE OF RISK ASSESSMENTS. TO ACHIEVE THE STUDY AIMS, WE WILL PARTNER WITH A JUVENILE JUSTICE AGENCY IN A SOUTHERN STATE?WHICH IMPLEMENTS A STATEWIDE JUVENILE RISK AND NEEDS ASSESSMENT TOOL?TO CONDUCT A THREE-YEAR MIXED-METHODS STUDY. WE WILL CONDUCT PRIMARY DATA COLLECTION, INCLUDING A SURVEY AND FOCUS GROUPS, WITH JUDGES AND ANALYZE SECONDARY DATA FROM THE STATE JUVENILE JUSTICE AND EDUCATION AGENCIES, LAW ENFORCEMENT, AND THE AMERICAN COMMUNITY SURVEY. SECONDARY DATA WILL INCLUDE VARIABLES SUCH AS YOUTHS? SOCIODEMOGRAPHIC CHARACTERISTICS (E.G., RACE/ETHNICITY, AGE, AND SEX); RISK ASSESSMENT SCORES; CASE HISTORIES (E.G., OFFENSE SEVERITY); DISPOSITION RECEIVED (E.G., PROBATION, COMMITMENT); RECIDIVISM (12-MONTH RE-ADJUDICATION); AND EDUCATIONAL OUTCOMES (E.G., HIGH SCHOOL COMPLETION) AS WELL AS COMMUNITY CHARACTERISTICS, SUCH AS THE PRESENCE OF RACIAL DISPARITIES IN POLICING, MEDIAN HOUSEHOLD INCOME, AND THE PERCENT OF RESIDENTS THAT ARE PEOPLE OF COLOR. THESE DATA ALLOW US TO DIRECTLY IDENTIFY CASES IN WHICH THE DISPOSITION A YOUTH RECEIVED DIFFERS FROM WHAT THE RISK SCORE RECOMMENDED. WE WILL USE DATA FROM JUNE 2017 TO JULY 2023 (WITH SENSITIVITY ANALYSES PERFORMED TO ASSESS HOW INCLUSION OF DATA FROM THE PANDEMIC AFFECTS STUDY RESULTS), WHICH WE ANTICIPATE WILL INCLUDE APPROXIMATELY 23,000 YOUTH RECORDS. WE WILL USE REGRESSION ANALYSIS AND MULTI-LEVEL MODELING TO ANSWER OUR RESEARCH QUESTIONS?ASSESSING BOTH (1) THE CIRCUMSTANCES THAT INCREASE THE LIKELIHOOD A DECISION MAKER WILL OVERRIDE THE RISK ASSESSMENT; AND (2) HOW USE (OR NON-USE) OF RISK ASSESSMENTS? RECOMMENDATIONS AFFECT YOUTHS? EDUCATIONAL OUTCOMES AND LIKELIHOOD OF REOFFENDING. WE WILL SUPPLEMENT ADMINISTRATIVE DATA WITH THE PRIMARY DATA COLLECTION TO GATHER MORE IN-DEPTH DATA ON HOW JUDGES? USE AND PERCEIVE THE USE OF RISK ASSESSMENTS. WE WILL PRESENT THE STUDY FINDINGS IN MULTIPLE WAYS, SO THEY ARE ACCESSIBLE TO BOTH PRACTITIONERS AND RESEARCHERS, INCLUDING FORMATS SUCH AS A WEBINAR, CONFERENCE PRESENTATION, AND JOURNAL ARTICLES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

FAMILY PLANNING SERVICE DELIVERY IMPROVEMENT RESEARCH

NATURAL FAMILY PLANNING USE AMONG YOUNG ADULT WOMEN: QUALITATIVE AND QUANTITATIVE APPROACHES

RAPID: BROADENING ACCESS TO SCIENCE-BASED INFORMATION AND PRACTICES TO PROTECT FAMILIES AND CURB THE SPREAD OF COVID-19 AMONG LOW INCOME FAMILIES?WITH A FOCUS ON LATINO FAMILIES

BRIDGING THE RESEARCH TO PRACTICE GAP: THE UTILITY OF UNDERSTANDING JUVENILE JUSTICE PRACTITIONERS AS CONSUMERS OF RESEARCH

EFFECTS OF CCDF REIMBURSEMENT RATE AND CO-PAYMENT POLICIES ON EQUITABLE ACCESS TO HIGH QUALITY SUBSIDIZED CARE IN VERMONT

EXPLAINING VARIABILITY IN CHILDREN?S AGGRESSIVE BEHAVIORS AFTER A FAMILY CHANGE

EMPOWERING MONTANA TO EXAMINE CHILD CARE WORKFORCE DYNAMICS THROUGH DATA ENHANCEMENTS

CAN STRONG COUPLE RELATIONSHIPS AND HEALTHY MARRIAGE AND RELATIONSHIP EDUCATION PROGRAMS REDUCE RISKS ASSOCIATED WITH EXPOSURE TO MALTREATMENT IN CHILDHOOD?

ACCESS TO EARLY CARE AND EDUCATION (ECE) FOR DISADVANTAGED FAMILIES

WHAT CAN HEAD START DO TO INTERRUPT ASSOCIATIONS BETWEEN POVERTY AND CHILD AND FAMILY OUTCOMES? A STUDY OF HEAD START'S FAMILY SUPPORT SERVICES AND PRACTICES.

SECONDARY ANALYSIS OF WEB-SCRAPED DATA TO EXAMINE EFFECTS OF THE CHANGING CHILD CARE MARKET ON PARENTS? ACCESS TO CHILD CARE

MIGRANT AND SEASONAL HEAD START FAMILIES? EXPERIENCES OF SUPPORT: THE ROLE OF FAMILY CHARACTERISTICS AND CULTURAL-FAMILIAL VALUES - MIGRANT AND SEASONAL HEAD START FAMILIES’ EXPERIENCES OF SUPPORT: THE ROLE OF FAMILY CHARACTERISTICS AND CULTURAL-FAMILIAL VALUES

WHICH HEAD START (HS) SERVICES AND SUPPORTS WERE MOST SUPPORTIVE OF FAMILY WELL-BEING DURING THE COVID-19 PANDEMIC?

HOW DO SUBSIDY POLICIES AFFECT CHILD CARE ACCESS FOR FAMILIES OF CHILDREN WITH DISABILITIES?

ASIAN OR ASIAN AMERICAN FAMILIES? EXPERIENCE OF CHILD CARE USAGE AND DISRUPTIONS IN 2019 AND DURING COVID-19

AN ECOLOGICAL STUDY OF THE BLACK HOME-BASED CHILD CARE WORKFORCE DURING COVID-19

MAPPING AFFORDABILITY: CHILD CARE PAYMENTS OF FAMILIES USING HOUSING VOUCHERS

THE HISPANIC FAMILIES OF THE SHM EVALUATION: STRUCTURE, PROCESS, AND STABILITY

MANDATED REPORTING POLICIES AND THE RELATIONSHIP WITH ACCURATE SURVEILLANCE OF CHILD ABUSE AND NEGLECT

R42 MCH SECONDARY DATA ANALYSIS RESEARCH

RELATIONSHIPS WITH NONRESIDENT FATHERS AND OFFSPRING WELL-BEING DURING THE EARLY

MALTREATMENT AND DELINQUENCY ASSOCIATIONS ACROSS DEVELOPMENT: ASSESSING DIFFERENCE AMONG HISTORICALLY UNDERSTUDIED GROUPS AND POTENTIAL PROTECTIVE

ENGAGING BLACK YOUTH VOICES TO ADVANCE KNOWLEDGE AND CONCEPTUALIZATION OF BLACK YOUTH'S STEM IDENTITY TO PROMOTE GREATER EQUITY IN K-12 STEM EDUCATION -STEM FIELDS LACK ADEQUATE REPRESENTATION OF BLACK PERSONS, THEREBY LIMITING THEIR CONTRIBUTION OF UNIQUE PERSPECTIVES AND IDEAS AND THEIR ACCESS TO ASSOCIATED SOCIAL AND ECONOMIC BENEFITS. DEFICIT PERSPECTIVES EMPHASIZE INDIVIDUAL SKILLS AND MOTIVATION YET FAIL TO ACKNOWLEDGE SYSTEMIC INEQUITIES THAT SHAPE LEARNING, OPPORTUNITIES, AND ENDEAVORS. THE EXTENT TO WHICH A PERSON IDENTIFIES WITH STEM ? SUCH AS ENVISIONING A FUTURE CAREER OR HAVING A SENSE OF ENJOYMENT ? ALSO PLAYS A ROLE. FOR BLACK YOUTH, THOUGH, IDENTITY IN STEM IS INTERTWINED WITH OTHER ASPECTS OF IDENTITY LIKE RACE AND GENDER GIVEN EXPERIENCES WITH INEQUITY. IN K-12 STEM EDUCATION RESEARCH AND PRACTICE, THE VOICES AND PERSPECTIVES OF BLACK STUDENTS ARE OFTEN ABSENT FROM EFFORTS TO UNDERSTAND AND STRENGTHEN THEIR STEM ENGAGEMENT. THIS PROJECT WILL WORK TO CHANGE THIS BY EXPANDING THE CAPACITY OF THE PRINCIPAL INVESTIGATOR TO CONDUCT IMPACTFUL STEM EDUCATION RESEARCH AND BY CONDUCTING A PILOT STUDY THAT SEEKS TO ELEVATE BLACK YOUTH VOICES THROUGH PARTICIPATORY RESEARCH. WITH MENTORSHIP FROM STEM IDENTITY AND ENGAGEMENT EXPERTS, THE PRINCIPAL INVESTIGATOR WILL EXECUTE A PROFESSIONAL DEVELOPMENT PLAN TO STRENGTHEN KNOWLEDGE AND APPROACHES FOR ENGAGING YOUTH IN RESEARCH AND MEANINGFULLY PARTNERING WITH COMMUNITIES. IN TURN, THE PILOT RESEARCH STUDY WILL ALLOW ENGAGEMENT OF BLACK YOUTH IN SHAPING NARRATIVES AROUND THEIR STEM EXPERIENCES AND IDENTITY DEVELOPMENT THROUGH PHOTOGRAPHY AND SHARED INSIGHTS. THE PILOT STUDY WILL FOCUS PARTICULARLY ON MATH, GIVEN ITS CRITICAL ROLE ACROSS STEM DISCIPLINES, BUT WILL ALSO ATTEND TO OTHER STEM DISCIPLINES. ENGAGING THE VOICES OF YOUTH, WHO ARE IN PROCESS OF NAVIGATING INEQUITABLE SYSTEMS, WILL ADVANCE RESEARCH, THEORY, AND PRACTICE INTENDED TO BETTER SUPPORT AND HELP REALIZE THE ASPIRATIONS OF BLACK YOUTH IN STEM. THROUGH COMPREHENSIVE PROFESSIONAL DEVELOPMENT ACTIVITIES AND A RELATED PILOT STUDY, THIS PROJECT WILL USE YOUTH PARTICIPATORY AND MIXED-METHOD APPROACHES TO FURTHER UNDERSTANDING OF BLACK YOUTH?S STEM IDENTITY DEVELOPMENT AND ITS IMPORTANCE TO STEM ENGAGEMENT. STRENGTHENED ENGAGEMENT AND PERSISTENCE OF BLACK YOUTH IN STEM FIELDS ARE ACHIEVABLE THROUGH YOUTH-INFORMED UNDERSTANDING OF THEIR UNIQUE EXPERIENCES AND PERSPECTIVES. THE PROJECT?S PROFESSIONAL DEVELOPMENT ACTIVITIES WILL SUPPORT THE PRINCIPAL INVESTIGATOR IN EXPANDING CONTENT AREA EXPERTISE AROUND STEM IDENTITY AND ENGAGEMENT AND STRENGTHENING KNOWLEDGE AND EXECUTION OF PARTICIPATORY AND MIXED-METHOD APPROACHES. THE PROJECT?S RESEARCH STUDY WILL LEVERAGE YOUTH VOICE IN ADVANCING THE BLACK STUDENT STEM IDENTITY FRAMEWORK (BSSI), WHICH CENTERS THE INTEGRAL ROLE OF RACE/ETHNICITY AND GENDER IN STEM IDENTITY. THE PILOT STUDY WILL FOCUS PARTICULARLY ON STEM IDENTITY TIED TO MATHEMATICS LEARNING, GIVEN ITS CRITICAL ROLE ACROSS STEM DISCIPLINES, BUT WILL ALSO ATTEND TO OTHER STEM DISCIPLINES. DATA WILL CAPTURE QUALITATIVE PHOTOVOICE IMAGES AND CAPTIONS, ALONGSIDE QUANTITATIVE MEASURES OF STEM IDENTITY, ENGAGEMENT, AND PLANS TO PERSIST, INCLUDING A MEASURE THAT IS BEING CO-DESIGNED WITH AND FOR BLACK YOUTH. ALIGNMENT OF YOUTH PERSPECTIVES WITH THE BSSI WILL BE EXAMINED. THIS PROJECT WILL ELEVATE THE LENS OF BLACK YOUTH, WHO ARE IN PROCESS OF NAVIGATING INEQUITABLE SYSTEMS, IN SHAPING CONCEPTUALIZATIONS OF THEIR EXPERIENCES AND IDENTITIES IN STEM. RESEARCH AND PRACTICE THAT BETTER REFLECT SALIENT ASPECTS OF BLACK STUDENTS? STEM IDENTITIES WILL SUPPORT THEIR ENTRY INTO AND PERSISTENCE ALONG THE STEM PATHWAY. FINDINGS WILL HAVE IMPLICATIONS FOR THE WAYS IN WHICH STEM PROGRAMMING REFLECTS AND STRENGTHENS SALIENT ASPECTS OF BLACK STUDENTS? STEM IDENTITIES. A DATA STORY VISUALIZING QUALITATIVE AND QUANTITATIVE FINDINGS WILL BE SHARED WITH RESEARCH AND PRACTICE COMMUNITIES TO BETTER SUPPORT BLACK STUDENTS IN STEM. THIS PROJECT IS SUPPORTED BY NSF'S EDU CORE RESEARCH BUILDING CAPACITY IN STEM EDUCATION RESEARCH (ECR: BCSER) PROGRAM, WHICH IS DESIGNED TO BUILD INVESTIGATOR'S CAPACITY TO CARRY OUT HIGH-QUALITY STEM EDUCATION RESEARCH. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

NATIONAL EARLY CARE AND EDUCATION WORKFORCE CENTER